Abstract
Purpose. The purpose of this study was to determine the degree to which principals of high-performing, high-poverty elementary schools participate in seven specific instructional leadership behaviors. This descriptive study collected information from the certificated staffs at eight selected high-performing, high-poverty elementary schools. The instrument used to collect the information was made up of closed twenty-nine closed-form indicators of the instructional leadership behaviors being studied. Responses were on a 1–5, "never" to "always" Likert scale. Findings. The findings of this study are based on the response ratings of the certificated staff. Staff rated the degree to which their principal participates in each of the specific indicators. The results confirmed regular participation by principals in twenty-eight of the twenty-nine indicators. Two indicators received the highest mean response and the highest frequency of "always" responses. First, principals were seen to establish a culture and climate conducive to learning by setting high expectations for student achievement. Principals in this study were also highly rated for establishing and implementing instructional goals consistent with state/local standards. Conclusions. The principals in this study regularly participated in instructional leadership behaviors that go beyond the responsibilities of daily site management. They have clear visions of their schools as high-performing centers of learning and understand the importance of communicating goals and monitoring the art and science of teaching and learning. If educators are to hold true to the mantra of leaving no child behind, training for aspiring principals and ongoing professional development for veteran principals must focus less on site management and more on establishing and sharpening instructional leadership skills.